In the spring of my sophomore year of college, I took a course titled “Research Methods.” Seeing the word research, directly followed by the notice that the course was required, immediately worried me. I had preconceived notions about research and the type of person who “should” be doing it, assuming that person should not be me. In this course, I expected to see numbers sprawled across my screen, coding languages that I wouldn’t understand, and to be met with anxiety and an overwhelmed state. I was met with these feelings at some points, but what overpowered them was my genuine interest and desire to learn more.
During the course, a professor presented a specific type of research called content analysis. In the presentation, there was an activity where students watched a clip from Harry Potter and paid attention to the music playing during different sections of the film. The presenter explained how music in film plays an essential role in the overall storytelling and is consumed by viewers without them even thinking about it. The words “theme” (main song), “fit” (non-dialogue action), and “quiet” ( when dialogue occurs) were used by us to categorize the specific music that was being played in certain sections of the overall clip. Students had to watch the long scene and write down which music category was being played in each interaction. The goal of this exercise was for students to get a taste of what content analysis looks like. Identifying patterns, making connections, and interpreting meaning are essential to what content analysis is.
After that day in class, I realized just how exciting content analysis is. More than just “doing research,” it’s about finding the connections and establishing meaning, which I’ve always enjoyed. I decided to email the professor who presented to the class, letting her know how interesting I found this topic and asking if she knew of any related opportunities. She replied quickly, eager that I liked her presentation and ready with a project that coincidentally combined many of my interests.
The professor wanted to do a project that involved watching teen Netflix shows and identifying how mental health terminology is used within different programs. We have specific words and actions we agreed on coding at the beginning of our time working together, ranging from “crazy” and “weird” to descriptions of self-harm. Every month, I am assigned a season of a few different shows to watch and take notes of the times and characters who make mental health-related comments. I then go into the service Qualtrics to code this information. Each month, we meet and discuss what we coded, seeking a consensus on what is considered a mental health reference. At the end of the coding section of our research, we will reconvene and establish opinions on what our work has shown us.
I’ve always firmly held onto the idea that I am a “humanities person.” I like to write, read, and learn history, and that’s it. I firmly cemented that math and science were not for me and thought that would never change. After starting this experience, I can say I have opened my mind up to not only research but to what I am personally capable of. I recommend all PR students expand their horizons and seek research opportunities at their schools. You truly never know how something will be unless you try it, so don’t let your preconceived notions of research stop you!
By Carley Kurtz, Account Associate
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